The Learning Assistant (LA) model trains undergraduate student leaders to enhance student learning and engagement by supporting the classroom with research-based instructional strategies. Many disciplines in the life sciences that implemented the LA model reported increased learning gains and decreased performance gaps. However, the model is rarely implemented in engineering disciplines whose students would benefit immensely from having LA guidance in hands-on engineering courses. We illustrate Biomedical Engineering (BME), an engineering discipline whose students struggle to find cohesion between the courses and develop the learning habits they need for a successful career. The two main innovations of our work are (1) the implementation of a discipline-specific LA program for BME students and (2) the development of a neuroscience-inspired pedagogy course to introduce and push students to consider the neural underpinnings of their learning process. We report the implementation mechanics of the program and present preliminary data as success indicators. First, we qualitatively captured the pedagogy course's impact on the trained LAs using the classroom activities they developed and a self-reflection assignment. Second, we conducted a pilot pre-post-thematic analysis, which revealed increased self-awareness, motivation to learn, and a shift from self to students and team-based learning. Third, we also measured the program's initial impact on the students who attended LA-supported classes through surveys. The student surveys showed an overall improvement (p < 0.05, n = 217) in the socio-emotional measures contributing to career preparedness, like the sense of belonging, self-efficacy, and STEM identity. All program participants reported a transformative experience in their learning practices, study habits, and classroom dynamics.